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🙌. Ongoing observation as part of differentiated instruction reveals potential learning challenges.

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🙌. Ongoing observation as part of differentiated instruction reveals potential learning challenges.

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For notes and resources, click here!

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👁️. Utilize observation and classroom data to assess student response to differentiated strategies.

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👁️. Utilize observation and classroom data to assess student response to differentiated strategies.

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For some great resources on the importance and artistry of using observation in the classroom, click here!

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✅ ❌.  Decision Point:  Is the student's challenge primarily a language need or a suspected learning disability?

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✅ ❌.  Decision Point:  Is the student's challenge primarily a language need or a suspected learning disability?

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If it is determined that the need is language-based, the teacher will continue to provide culturally responsive differentiated instruction to the child. (Limits to arrow functionality does not allow for a demonstration of a return to Ongoing Observation)

For notes, and a great video on recognizing difference vs. disability, click here?

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Components of the Language Need vs. Learning Disability Analysis

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Components of the Language Need vs. Learning Disability Analysis

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Examine student's language development history and exposure.

Evaluate progress in English language acquisition relative to peers.

Review instructional approaches and culturally responsive practices

Implement targeted supports and document student response.

Compare performance in the home language to that in English.

Collaborate with ELL specialists and engage family perspective.

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Initiate special education consultation process

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Initiate special education consultation process

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For notes and resources, click here!

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✅ ❌.  Decision Point:  Does the student require special education services?

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✅ ❌.  Decision Point:  Does the student require special education services?

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This is the first important determination to make in assessing whether a student will receive special education services.

For more information on evaluation rights, see this informative article.

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✅ ❌.  Decision Point:  Does the student meet eligibility criteria under IDEA?

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✅ ❌.  Decision Point:  Does the student meet eligibility criteria under IDEA?

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Should the child not be found eligible for special education services, then the teacher will continue to provide differentiated instruction to the child (thus the arrow returning to Ongoing Observation). If the child is eligible, the process moves to the stage of developing an IEP.

For some great detailed information about determining eligibility, check out these resources.

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Develop Individualized Education Program (IEP) in collaboration with family and IEP team.

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Develop Individualized Education Program (IEP) in collaboration with family and IEP team.

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I loved this take on "The Anatomy of an IEP" offered by Understood.org.

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Implement IEP and Provide Services, Accommodations, and Supports documented in the IEP

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Implement IEP and Provide Services, Accommodations, and Supports documented in the IEP

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Find notes and two great resources on the implementation of IEPs. One is quite hot off the press from the DoE (whose presses will now unfortunately be cold) but it's a great resource on inclusive practices for people with disabilities.

The second resource here is a guide from the Learner Variability Project, which focuses on developing IEPs from a strength-based perspective.

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Collect data on progress towards IEP goals.

Monitor academic, behavioral, and functional performance.

Adjust instruction and supports as needed.

Share updates with parents, the student and the IEP team.

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📅. Conduct annual IEP review and revise plan as needed.

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📅. Conduct annual IEP review and revise plan as needed.

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It should be noted that there are situations in which the determination is made that the child no longer needs an IEP. In this case, the teacher will continue to provide differentiated instruction to the child. (Again, note previously mentioned arrow limitations.)

The IRIS Center at Vanderbilt University has lots of great resources on their website.

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Student participation is encouraged throughout the IEP process and becomes legally required at age 14. Support student involvement through preparation, reflection, and opportunities for meaningful input in decision-making.

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Please find my complete reference list here!